Inquiry Focus:
Science Inquiry and Application
During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
• Observe and ask questions about the natural environment;
• Plan and conduct simple investigations;
• Employ simple equipment and tools to gather data and extend the senses;
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others.
Sample Student Inquiry Investigation 1.Topic: Earth Science ~ Soil 2. Student Research Investigation Question: Which type of soil holds the most water? 3. Variables (dependent and independent): Dependent: amount of water passed through the soil Independent: 3 types of soil 4. Hypothesis More water will go through the soil with larger grains. 5. Procedure
Students will put three different types of soil into three strainers and set them over a bowl. Students will pour equal amounts of water into each of the strainers. After waiting for one minute, students will measure the amount of water in the bowl.
FOSS Kits
Fall Kit: Life Structures
Winter Kit: Earth Materials
Spring Kit: Energy & Matter
Units (Condensed Content Statements and I Can Statements) Life Science: • Offspring resemble their parents and each other. • Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing. • Plants and animals have life cycles that are part of their adaptations for survival in their natural environments. 1. Animals
I can draw a diagram of the life cycle of a frog, butterfly, etc.
I can use a diary to record the life cycle of an organism.
I can compare a collection of individuals and identify the characteristics that give them advantages in surviving.
I can explain how the physical features of an animal have a specific function.
I can explore that individuals of the same kind can have different characteristics.
I can identify the traits inherited from parents.
I can observe the record behaviors learned from either parent or environment.
2. Plants
I can draw a diagram of the life cycle of a plant.
I can use a diary to record the life cycle of an organism.
I can compare a collection of individuals and identify the characteristics that give them advantages in surviving.
I can explain how the physical features of a plant have a specific function.
I can explore that individuals of the same kind can have different characteristics.
I can identify the traits inherited from parents.
I can observe the record behaviors learned from either parent or environment.
Earth and Space Science:
• Earth’s nonliving resources have specific properties.
• Earth’s resources can be used for energy.
• Some of Earth’s resources are limited.
3. Earth's Resources (renewable & nonrenewable)
I can recognize the differences between renewable and nonrenewable energy.
I can compare and contrast the costs of different types of energy.
I can design a model of simple energy.
I can create a table to compare recycling methods.
I can collect and analyze data on types of waste materials.
I can design a plan to reduce the use of specific resources.
4. Soil & Rocks
I can predict which soil holds the most water.
I can evaluate different soil types.
I can compare rocks by size, shape, texture, and color.
Physical Science:
• All objects and substances in the natural world are composed of matter.
• Matter exists in different states, each of which has different properties.
• Heat, electrical energy, light, sound and magnetic energy are forms of energy.
5. States of matter
I can define matter, mass, volume, weight, and gravity.
I can use a scale to measure weight.
I can describe how to change from one state to another.
I can compare the properties of liquids and gases.
I can explain that matter exists even when I can’t see it.
I can use metric units to measure volumes of liquids.
I can describe how to change matter from one state to another.
6. Energy (heat, electrical, sound, light, magnetic)
I can explore and explain ways energy causes motion or creates change.
Animals FOSS – Structures of Life Overview of activities Investigation 3 part 1 – Crayfish Investigation 3 part 3 – Crayfish Investigation 3 part 4 – Crayfish Investigation 5 part 1 – Beetles
Literature FOSS Science Stories – Structures of Life p.17-29
3rd grade science readers (can be used on SmartBoard) How Animals Live (life cycles, adaptations) Animal Ways of Life (life cycles, adaptations)
Literature FOSS Science Stories – Structures of Life p.1-3
3rd grade science readers (can be used on SmartBoard) Tree Life Plants & Trees Growing Plants & How they Grow
Earth's Resources
Other Resources - Water Detectives - Students complete an experiment about water evaporation.Water Detectives 1 Water Detectives 2 Water Tickets - Students are given tickets to help them pay attention to their use of water (lesson may need to be modified a little but is a good idea, maybe at the beginning of unit) Water Tickets Electricity Generation Poster -ElectricityGenerationPoster Energy Kids - This website has lesson plans that cover different types of Earth resources.
Literature FOSS Science Stories – Measurement p.16-17 Water p.17-21 (in 4th grade kit)
3rd grade science readers (can be used on SmartBoard) Earth’s Natural Resources (renewable/nonrenewable, conservation, recycling) Earth’s Water (importance and use of water) Natural Resources (renewable/nonrenewable, conservation, recycling)
Soil & Rocks FOSS – Earth Materials Overview of activities Mock Rocks Investigation 1 part 1 - 30 minutes Investigation 1 part 2 - 45 minutes Investigation 1 part 3 - 15 + 20 minutes Take it for Granite Investigation 4 part 1 – 40 minutes
Possible simple experiments: Light/Heat: Place a desk lamp over an aluminum pan with water in it. Set a second one, with the same amount of water, away from the lamp. After ten (10) minutes, check the temperature of each. Which is warmer? Light/Heat: Heat/Color Relationship Experiment 10 - minutes for 4 days Energy lessons (pages 14-16) - Students will use the scientific method to discover which colors absorb heat and which colors best reflect heat.
Literature FOSS Science Stories – Magnetism and Electricity p.10-13, 21-23
3rd grade science readers (can be used on SmartBoard) Capturing Color (light as energy) lexile level 890 Light (light as energy) lexile level 840 What is Light Like? (light as energy) lexile level 630 Energy from Heat (4th grade book, a little advanced) Heat (4th grade book, a little advanced) Sound How Sound Works Energy (heat, light, and electrical energy) So Much Energy (heat, light, and electrical energy)
Science Formative Assessment Strategies & Probes by Unit (Page Keeley)
The Mitten Problem
Uncovering Student Ideas in
Science Vol. 1, pg.103
PEO (predict, explain,
observe) #43, pg. 153
Energy (sound)
Making Sounds
Uncovering Student Ideas in
Science Vol. 1, pg.43
Card sort#4, pg. 56
States of Matter
Is It Matter?
Uncovering Student Ideas in
Science Vol. 1, pg.179
Card sort#4, pg. 56
States of Matter
Freezing Ice
Uncovering Student Ideas in
Science Vol. 2, pg.59
Four Corners #19, pg. 97
Energy (heat)
Ice Cold LemonadeUncovering Student Ideas in
Science Vol. 2, pg.77
Literature Integration (Reading Streets, etc.): Connection with Unit 4 Week 3 “Rocks in his Head” 3rd grade leveled readers Grandpa’s Rock Kit The Rock Kit
Connection with Unit 2 Week 1 "Penguin Chick" 3rd grade leveled readers All About Penguins These Birds Can't Fly The Frozen Continent: Antarctica
Connection with Unit 2 Week 5 "Amazing Bird Nests" 3rd grade leveled readers All About Birds Bills and Beaks Animals of the Concrete Jungle
Core Content Committee (CCC) Representative:Abbey Fry afry@pccsd.net
Contents:
3rd grade units
Instructional Resources
Formative Assessment
Standards & Model Curriculum
ODE Revised Science Standards
Inquiry Focus:
Science Inquiry and Application
During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
• Observe and ask questions about the natural environment;
• Plan and conduct simple investigations;
• Employ simple equipment and tools to gather data and extend the senses;
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others.
Sample Student Inquiry Investigation
1.Topic: Earth Science ~ Soil
2. Student Research Investigation Question: Which type of soil holds the most water?
3. Variables (dependent and independent):
Dependent: amount of water passed through the soil
Independent: 3 types of soil
4. Hypothesis
More water will go through the soil with larger grains.
5. Procedure
Students will put three different types of soil into three strainers and set them over a bowl. Students will pour equal amounts of water into each of the strainers. After waiting for one minute, students will measure the amount of water in the bowl.
FOSS Kits
Fall Kit: Life Structures
Winter Kit: Earth Materials
Spring Kit: Energy & Matter
Units (Condensed Content Statements and I Can Statements)
Life Science:
• Offspring resemble their parents and each other.
• Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing.
• Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.
1. Animals
- I can draw a diagram of the life cycle of a frog, butterfly, etc.
- I can use a diary to record the life cycle of an organism.
- I can compare a collection of individuals and identify the characteristics that give them advantages in surviving.
- I can explain how the physical features of an animal have a specific function.
- I can explore that individuals of the same kind can have different characteristics.
- I can identify the traits inherited from parents.
- I can observe the record behaviors learned from either parent or environment.
2. PlantsEarth and Space Science:
• Earth’s nonliving resources have specific properties.
• Earth’s resources can be used for energy.
• Some of Earth’s resources are limited.
3. Earth's Resources (renewable & nonrenewable)- I can recognize the differences between renewable and nonrenewable energy.
- I can compare and contrast the costs of different types of energy.
- I can design a model of simple energy.
- I can create a table to compare recycling methods.
- I can collect and analyze data on types of waste materials.
- I can design a plan to reduce the use of specific resources.
4. Soil & RocksPhysical Science:
• All objects and substances in the natural world are composed of matter.
• Matter exists in different states, each of which has different properties.
• Heat, electrical energy, light, sound and magnetic energy are forms of energy.
5. States of matter- I can define matter, mass, volume, weight, and gravity.
- I can use a scale to measure weight.
- I can describe how to change from one state to another.
- I can compare the properties of liquids and gases.
- I can explain that matter exists even when I can’t see it.
- I can use metric units to measure volumes of liquids.
- I can describe how to change matter from one state to another.
6. Energy (heat, electrical, sound, light, magnetic)Additional INQUIRY Instructional Resources (Lessons, Kits, Teaching Materials, Assessments, Video, Content Information, etc.):
General Info:
FOSS Kits and content statements
FOSSweb
Animals
FOSS – Structures of Life
Overview of activities
Investigation 3 part 1 – Crayfish
Investigation 3 part 3 – Crayfish
Investigation 3 part 4 – Crayfish
Investigation 5 part 1 – Beetles
Literature
FOSS Science Stories –
Structures of Life p.17-29
3rd grade science readers (can be used on SmartBoard)
How Animals Live (life cycles, adaptations)
Animal Ways of Life (life cycles, adaptations)
Plants
FOSS – Structures of Life
Overview of activities
Investigation 2 part 3 – Life Cycle of a Bean Plant (8 weeks)
Other Resources –
Plant Adaptation Smartboard file and worksheet - http://my.calstateteach.net/ci.php/p/share/p/28925
Requires extra books that illustrate traits of plants
Literature
FOSS Science Stories –
Structures of Life p.1-3
3rd grade science readers (can be used on SmartBoard)
Tree Life
Plants & Trees Growing
Plants & How they Grow
Earth's Resources
Other Resources -
Water Detectives - Students complete an experiment about water evaporation. Water Detectives 1
Water Detectives 2
Water Tickets - Students are given tickets to help them pay attention to their use of water (lesson may need to be modified a little but is a good idea, maybe at the beginning of unit) Water Tickets
Electricity Generation Poster - ElectricityGenerationPoster
Energy Kids - This website has lesson plans that cover different types of Earth resources.
Literature
FOSS Science Stories –
Measurement p.16-17
Water p.17-21 (in 4th grade kit)
3rd grade science readers (can be used on SmartBoard)
Earth’s Natural Resources (renewable/nonrenewable, conservation, recycling)
Earth’s Water (importance and use of water)
Natural Resources (renewable/nonrenewable, conservation, recycling)
Soil & Rocks
FOSS – Earth Materials
Overview of activities
Mock Rocks
Investigation 1 part 1 - 30 minutes
Investigation 1 part 2 - 45 minutes
Investigation 1 part 3 - 15 + 20 minutes
Take it for Granite
Investigation 4 part 1 – 40 minutes
Other Resources
American Geosciences Institute - Soil InvestigationsAmerican Geosciences Institute - Rock Investigations
Literature
FOSS Science Stories –
Earth Materials p.34-37
3rd grade science readers (can be used on SmartBoard)
The Rocks and Soil Beneath Us
Minerals & Rocks
Rocks and Minerals
States of Matter
FOSS – Matter & Energy
Overview of Activities
Literature
FOSS Science Stories –
Measurement p.32-33
3rd grade science readers (can be used on SmartBoard)
How Matter Words
Matter & It’s Properties
Ways Matter Changes
Changes in Matter
Energy
FOSS –Matter & Energy
Overview of Activities
Possible simple experiments:
Light/Heat: Place a desk lamp over an aluminum pan with water in it. Set a second one, with the same amount of water, away from the lamp. After ten (10) minutes, check the temperature of each. Which is warmer?
Light/Heat: Heat/Color Relationship Experiment 10 - minutes for 4 days Energy lessons (pages 14-16) - Students will use the scientific method to discover which colors absorb heat and which colors best reflect heat.
Other Resources
Electricity Generation Poster - ElectricityGenerationPoster
Literature
FOSS Science Stories –
Magnetism and Electricity p.10-13, 21-23
3rd grade science readers (can be used on SmartBoard)
Capturing Color (light as energy) lexile level 890
Light (light as energy) lexile level 840
What is Light Like? (light as energy) lexile level 630
Energy from Heat (4th grade book, a little advanced)
Heat (4th grade book, a little advanced)
Sound
How Sound Works
Energy (heat, light, and electrical energy)
So Much Energy (heat, light, and electrical energy)
Science Formative Assessment Strategies & Probes by Unit (Page Keeley)
Life:
(Title,Volume,Page)
(Name, #, Page)
Uncovering Student Ideas in
Science Vol. 1, pg.147
Earth:
(Title/Volume/Page)
(Name, #, Page)
Uncovering Student Ideas in
Science Vol. 2, pg.151
Physical:
(Title/Volume/Page)
(Name, #, Page)
Uncovering Student Ideas in
Science Vol. 1, pg.109
observe) #43, pg. 153
Four Corners #19, pg. 97
Uncovering Student Ideas in
Science Vol. 1, pg.103
observe) #43, pg. 153
Uncovering Student Ideas in
Science Vol. 1, pg.43
Uncovering Student Ideas in
Science Vol. 1, pg.179
Uncovering Student Ideas in
Science Vol. 2, pg.59
Science Vol. 2, pg.77
Literature Integration (Reading Streets, etc.):
Connection with Unit 4 Week 3 “Rocks in his Head”
3rd grade leveled readers
Grandpa’s Rock Kit
The Rock Kit
Connection with Unit 2 Week 1 "Penguin Chick"
3rd grade leveled readers
All About Penguins
These Birds Can't Fly
The Frozen Continent: Antarctica
Connection with Unit 2 Week 5 "Amazing Bird Nests"
3rd grade leveled readers
All About Birds
Bills and Beaks
Animals of the Concrete Jungle